Last week, the province announced it would be changing the weight of provincial diploma exams from making up 50 per cent of a student’s grade to 30 per cent.
Overall, the move is one that several people support. Teachers have been advocating for the change, which is reaffirming the change is something those working closest to students see value in.
The ATA and provincial government have often been at odds about the standardized testing since the province first introduced Grade 12 diploma exams in the mid 1970s. Fast forward to today, and it appears that the province and its teachers are finally agreeing on a few things, including the recent change in diploma weighting and the introduction of Student Learning Assessments (SLAs).
Although standardized testing doesn’t give a complete snapshot of a student’s abilities and knowledge, there are some advantages to provincial achievement tests, which are created and marked through the expertise and collaboration of several knowledgeable professionals. While it is only one measure of a student’s abilities, it is still part of the assessment puzzle, while also useful as an accountability tool and in measuring the effectiveness of an overall system.
Some educators have noted that the exams put too much pressure on students, but pressure isn’t always a bad thing. Teaching students that they need to buckle down, study and learn the material is simply a taste of the real world.
Clearly, not all students learn in the same ways, or can effectively be tested in the same way. This is why the recent change of bringing down the overall weight of diploma exams and giving students more credit for work done throughout the year – rather than basing half their grade on a one-time test - makes sense.
The education system is continually changing, as it should. Learning how students learn best is a constant evolution, and hopefully our society continues to develop students who can think critically, be creative, and lead successful lives, well after the textbooks are put away.
